Lin, E. (2006). Cooperative Learning in the Science Classroom. The Science Teacher. p 34-39.
This article discussed the various cooperative learning strategies that could be applied into science classrooms as well as the learning benefits that can result. Research has shown that the cooperative learning method is the number one teaching approach to promote higher order thinking, problem solving, and achievement. This method links to science learning by improving students’ thinking and allowing them to construct their own ideas and understanding of scientific concepts by expanding their knowledge. Sharing ideas with peers lets students explore, process, and question new ideas. This method also promotes student involvement and provides opportunities for students to communicate their thoughts to others and consider their own ideas with those of others. Lastly, Cooperative learning aids in the development of communication skills and scientific thought processes.
The three cooperative learning structures discussed ranged from simple to complex and can easily be applied to any scientific classroom. The first method is the review tactic structure. In this model students are first asked to think and summarize key concepts in a list. After, students pair up and share their points with one another. While one student is talking the other is actively listening. The students who are listening make only supportive comments and do not offering any personal ideas. At the end, students add any missed points to their lists. This structure can be used to review concepts from a lecture or a discussion. It can also be beneficial during a hypothesis-seeking activity. The second structure is the head count structure. In this model students are grouped in fours and all given a specific role (leader/manager, recorder, materials manager, and reflector). Then the teacher poses a question to the groups in which the students jot down their individual ideas and exchange thoughts while executing their role responsibilities. This structure can be easily implemented at the conclusion of an inquiry. The last model is called the jigsaw structure and is the most complex. Students are divided into heterogeneous teams (home groups). The material is broken into parts and each member of the team is assigned a section. Students regroup with peers from other teams with their section of the material and discuss and learn it. After, each student returns to their home team where each member shares with the group their portion of the material that they learned
I think that this article is a great resource for teachers. The cooperative learning strategies discussed are practical, rigorous enough for secondary education students, and can be easily incorporated into any science lesson or activity. One of the primary benefits to this teaching strategy is that it is applicable to all learning needs regardless if your students are ELL learners, special needs, or accelerated learners. Heterogeneous grouping allows for every student to learn at their own pace. This strategy also teaches students how to work with others, listen actively, and respect others points of view. By developing these interpersonal communication skills students can begin to reflect on their own learning and become more aware of how they think, make decisions, and problem solve. Cooperative learning is a great teaching method and a key aspect of science education. Using this method not only develops the scientific skills and concepts that need to be learned, but they also develop universal learning skills needed for everyday life. When I have my own classroom I plan on utilizing these cooperative learning strategies into my everyday lessons. These strategies are another way in which students can build knowledge and reinforce learned concepts.
This article discussed the various cooperative learning strategies that could be applied into science classrooms as well as the learning benefits that can result. Research has shown that the cooperative learning method is the number one teaching approach to promote higher order thinking, problem solving, and achievement. This method links to science learning by improving students’ thinking and allowing them to construct their own ideas and understanding of scientific concepts by expanding their knowledge. Sharing ideas with peers lets students explore, process, and question new ideas. This method also promotes student involvement and provides opportunities for students to communicate their thoughts to others and consider their own ideas with those of others. Lastly, Cooperative learning aids in the development of communication skills and scientific thought processes.
The three cooperative learning structures discussed ranged from simple to complex and can easily be applied to any scientific classroom. The first method is the review tactic structure. In this model students are first asked to think and summarize key concepts in a list. After, students pair up and share their points with one another. While one student is talking the other is actively listening. The students who are listening make only supportive comments and do not offering any personal ideas. At the end, students add any missed points to their lists. This structure can be used to review concepts from a lecture or a discussion. It can also be beneficial during a hypothesis-seeking activity. The second structure is the head count structure. In this model students are grouped in fours and all given a specific role (leader/manager, recorder, materials manager, and reflector). Then the teacher poses a question to the groups in which the students jot down their individual ideas and exchange thoughts while executing their role responsibilities. This structure can be easily implemented at the conclusion of an inquiry. The last model is called the jigsaw structure and is the most complex. Students are divided into heterogeneous teams (home groups). The material is broken into parts and each member of the team is assigned a section. Students regroup with peers from other teams with their section of the material and discuss and learn it. After, each student returns to their home team where each member shares with the group their portion of the material that they learned
I think that this article is a great resource for teachers. The cooperative learning strategies discussed are practical, rigorous enough for secondary education students, and can be easily incorporated into any science lesson or activity. One of the primary benefits to this teaching strategy is that it is applicable to all learning needs regardless if your students are ELL learners, special needs, or accelerated learners. Heterogeneous grouping allows for every student to learn at their own pace. This strategy also teaches students how to work with others, listen actively, and respect others points of view. By developing these interpersonal communication skills students can begin to reflect on their own learning and become more aware of how they think, make decisions, and problem solve. Cooperative learning is a great teaching method and a key aspect of science education. Using this method not only develops the scientific skills and concepts that need to be learned, but they also develop universal learning skills needed for everyday life. When I have my own classroom I plan on utilizing these cooperative learning strategies into my everyday lessons. These strategies are another way in which students can build knowledge and reinforce learned concepts.